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LE: What is your position on the problem of research?
I respond to as an educator and as the moms and dad of school age kids when I address this question. I do see homework as having a function in the instructional process and I do not agree with Alfie Kohn (see article), who appears to believe research is worthless, or even worse, has an unfavorable effect. While Kohn asserts there is almost no research study that proves homework to be helpful, I did not see a convincing amount of hard data to support getting rid of all research.
Yes, the amount of homework must be based upon the trainees age and grade level. As many Kindergarten-3rd grade instructors are self-contained, it must be fairly easy to offer mathematics research one night, checking out or spelling one night, etc to avoid overwhelming 5 to 8-year-olds. Trainees must not end up being frustrated or bored if teachers are creative with projects and in interacting the function of the project. Those are my objectives as a fourth-grade teacher. I see research to extend knowing. Would I designate 30 math problems to students who I know would battle with them, or to students who have shown their understanding of the skill? No, in those cases, it is my task as the instructor to modify the tasks.
Our book explains it can take 24 repeatings of a skill for a trainee to reach 80% competency. I think practicing skills is rewarding. Kohns comparison with tennis does not make good sense to me. There are skills in tennis you must practice to improve. There are basic mathematics abilities kids should practice to develop a solid foundation prior to proceeding to higher-level mathematics skills. Kohn mentions how students might progress at keeping in mind, but not thinking. I see this as two various things; we require trainees to bear in mind particular facts and then move on to using those skills as thinkers and problem solvers.
As a moms and dad, it can be tough to squeeze in research some nights! We do the best we can, and if we have concerns or problems, I reach out to the teacher. Again, excellent instructors make it a point to understand what some home scenarios may be like and to modify appropriately.

Homework can be a dissentious topic in the education neighborhood, and we hope you can value this instructors point of view. How do you communicate with households about research?

When considering research, teachers find it beneficial to communicate their policy with the families of their trainees. After recently finishing a Learners Edge course, Jennifer Lindsey, a fourth grade teacher from Pennsylvania, assessed her research philosophy that includes the purposeful roles teachers and households play.

I do see homework as having a function in the educational procedure and I do not concur with Alfie Kohn (see short article), who appears to believe research is worthless, or even worse, has an unfavorable impact. While Kohn asserts there is practically no research that shows research to be advantageous, I did not see a persuading amount of hard information to support doing away with all homework.
Yes, the quantity of homework ought to be based on the students age and grade level. As many Kindergarten-3rd grade teachers are self-contained, it should be fairly easy to offer math homework one night, reading or spelling one night, etc to prevent overloading 5 to 8-year-olds. Research can be a dissentious topic in the education community, and we hope you can appreciate this teachers point of view.